Leverett Elementary School

Technology Plan

2004-2009

Draft

 

 

TABLE OF CONTENTS:

Executive Summary………………………………………………………………………3

District Mission Statement……………………………………………………………4

District Educational Philosophy………………………………………………….…4

District Educational Objectives…………………………………………………….4

Planning Process…………………………………………………………………………..5

Vision Statement for Technology for LES…………………………………….5

MA DOE Local Technology Plan Guidelines………………………………….6

Current Status and Plan for Progress Toward Benchmarks……..11

Benchmark 1 Commitment to a Clear Vision

Technology Program Equipment Update and Replacement Plan.13

Program Evaluation……………………………………………………………………..16

Appendices……………………………………………………………………………………17

Appendix 1 — MA DOE StaR Chart…………………………………….18

Appendix 2 — Massachusetts Recommended PreK-12

Instructional Technology Standards (2001)…………….23

Appendix 3 — Acceptable Use Policy…………………………………..38

Executive Summary

The Leverett Elementary School District is a pre-kindergarten through grade 6 public school district. Leverett Elementary School is the only elementary school in the town of Leverett (pop: c. 1900).

A complete profile of the school can be seen at the Massachusetts Department of Education website at http://profiles.doe.mass.edu.

The goals of the previous technology plan (June 1997) were set at the district level and much progress has been made toward meeting those original goals. Each year the 1997 technology plan has been extended and supplemented by annual technology goals and progress reports developed as part of the overall district goals for each year.

In May 2001, the Massachusetts Department of Education released the PreK-12 Instructional Technology Recommended Standards which clearly defines what PreK-12 students should know and be able to do in order to use technology for learning.

In 2003 the Massachusetts Department of Education developed the new Local Technology Plan Guidelines (School Year 2004-2005 through 2006-2007). These guidelines, based in part on the School Technology and Readiness (StaR) Chart include benchmarks designed to encourage school districts in Massachusetts to provide adequate support for information technology by the school year 2006-2007.

Goals are:

 

Leverett’s Mission Statement

Leverett Elementary School’s mission is to provide a foundation of lifelong learning where all students can reach their highest potential through excellence in teaching and in a child-centered environment. We strive to develop each child to his fullest potential, using a variety of educational and technological methods that promote intellectual curiosity, independent thinking, and problem solving capabilities. We promote learning for all students in an atmosphere of trust, understanding and respect.

 

Educational Philosophy

The purpose of education is to develop the potential of each student to the fullest in an environment that is conducive to learning. We firmly believe every child has the ability to learn, achieve, and succeed. We recognize the individual differences among students in order to maximize their academic achievement. We view each student as valued individuals with unique physical, social, emotional, and intellectual needs and recognize that students learn best when actively engaged through a variety of learning styles. Fundamental to learning is the building of a student’s self-esteem, confidence, and respect for others. These efforts will develop the necessary skills for our students to become life long learners.

We believe that basic education of children includes the learning of skills and factual information, training in logical thought, the development of problem solving ability and creativity.

Attention is given to the way in which each child learns best, so that each child will achieve his or her potential. We think it is important for the school to provide children with a variety of opportunities for success and for physical, social and emotional growth, in ways which demonstrate an understanding and respect for the personality, ideas, and individual worth of each student.

Education should encourage in children an intelligent view of their history and culture, its relation to other cultures, an understanding of interdependence and the value of differences. We believe, therefore, in a broad curriculum, one that includes art, music, health, physical education, an understanding of our history, and the nature of science, in addition to the basic skills of reading, writing, and computation. We recognize, of course, that high quality education can best be achieved with high quality personnel and an environment conducive to learning.

We feel that success in learning is best measured in terms of children’s ability and effort as well as in terms of the established curriculum goals for each grade level. Students are encouraged to achieve individual excellence, as well as to realize the value of combined efforts by working together cooperatively, respecting and learning from each other. It is hoped that students will ultimately develop a sense of responsibility for their own personal learning experience.

It is on the basis of this philosophy that the policies, specific program objectives, and day to day decisions shall be made in the operation of the school.

Educational Objectives

 

 

Planning Process

The structure and format of the technology plan primarily follows the Local Technology Plan Benchmark Standards established by the Massachusetts Department of Education and is represented by the Massachusetts StaR (School Technology and Readiness Chart) drafted by the Massachusetts Educational Technology Advisory Council (ETAC). Both of these documents are included with this plan.

Technology is a dynamic environment and the future is unknown. The specifics of today’s projected technology goals that are described by this plan will certainly change over the next five years. It is assumed that this plan will be subject to a process of revision and annual updating as necessary.

 

Vision Statement for Technology for LES

The Leverett Elementary School community will provide a learning environment enhanced by the use of technology across the curriculum. We aim to make our students and staff acquainted and comfortable with using developmentally appropriate technology while honoring the traditional skills of reading, handwriting, and math computation.

MA DOE Local Technology Plan Guidelines

(School Year 2004-2005 through 2006-2007)

 

In order to be eligible for E-Rate discounts, as well as federal and state technology funding, every school district is required to have a long-range strategic technology plan approved by the Department of Education. School districts must have their plans on file locally, including a full description of their implementation strategies. Each year, to approve school districts' technology plans, the Department asks districts to report on the progress they have made in implementing their plans through the Department's secure web portal.

In 2000, to help districts develop purposeful plans, the Department worked with technology stakeholders across the state to develop a set of recommended guidelines called "Local Technology Benchmark Standards for 2003". These guidelines represent recommended conditions for the effective integration of technology into instruction.

In 2001, the Board of Education established the Educational Technology Advisory Council (ETAC) to advise the Department on issues relating to the use of technology in schools. ETAC developed the School Technology and Readiness (STaR) Chart to illustrate the "complex set of interactions of people, materials and dimensions" that are involved in using technology effectively in schools. ETAC believes that the STaR Chart represents "the beginning of a new strategic plan for Massachusetts to improve student learning with the use of technology." Based on the recommendations of the STaR Chart and advice from stakeholders across the Commonwealth, the Department has developed this new set of guidelines for schools to use in technology planning. These guidelines are not mandated but rather recommended benchmarks 1 for districts to meet by the end of the school year 2006 to 2007. The Department will use these guidelines to gauge the progress of districts' implementation in order to approve their technology plans annually.

Benchmark 1

Commitment to a Clear Vision and Mission Statement

1. The district has a budget for its local technology plan with line items for technology in its operational budget.

2. The budget includes staffing, hardware, software, professional development, support, and contracted services.

3. The district leverages the use of federal, state, and private resources.

D. Evaluation

1. The district evaluates the effectiveness of technology resources toward attainment of educational goals on a regular basis. Prior to purchasing the district assesses the products and services that are needed to improve teaching and learning.

2. The district's technology plan includes an evaluation process that enables the district to monitor its progress in achieving its technology goals and to make mid-course corrections in response to new developments and opportunities as they arise.

Benchmark 2

Technology Integration

A. Teacher and Student Use of Technology

1. (a) Outside the Classroom

At least 85% of teachers use technology everyday, including some of the following areas: lesson planning, administrative tasks, communications, and collaboration. Teachers share information about technology uses with their colleagues.

(b) Within the Classroom

At least 85% of teachers use technology appropriately with students each week, including some of the following areas: research, multimedia, simulations, data interpretation, communications, and collaboration.

2. At least 85% of students from grades 5 to 8 show proficiency in all the Massachusetts Recommended PreK-12 Instructional Technology Standards for Grades 5 to 8.

3. At least 90% of teachers are working to meet the proficiency level in technology, and by the school year 2006-2007, 60% of teachers will have reached the proficiency level as defined by the Massachusetts Technology Self-Assessment Tool (TSAT)2.

4. The district has a CIPA -compliant Acceptable Use Policy (AUP) regarding Internet use.

B. Staffing

1. The district has a full-time equivalent (FTE) district-level technology director/coordinator.

2. The district provides one FTE instructional technology teacher per 40-80 instructional staff.

3. The district has one FTE person dedicated to data management and assessment.

Benchmark 3

Technology Professional Development

A. By the end of the school year 2006-2007, at least 85% of district staff will have participated in 45 hours of high-quality technology professional development covering technology skills and the integration of technology into instruction.

B. Technology professional development is sustained and ongoing and includes coaching, modeling best practices, district-based mentoring, and study groups. The professional development includes concepts of universal design and scientifically based, researched models.

C. Professional development planning includes an assessment of district and teachers' needs. The assessment is based on the competencies listed in the Massachusetts Technology Self-Assessment Tool3. The Department, the Educational Technology Advisory Council and stakeholders will review the levels of competencies in the Massachusetts Technology Self-Assessment Tool on an annual basis.

Benchmark 4

Accessibility of Technology

A. Students per Instructional Computer

1.The district has an average ratio of fewer than five students per high-capacity, Internet-connected computer. The Department will work with stakeholders to review the capacity of the computer on an annual basis. (The ultimate goal is to have a one-to-one, high-capacity, Internet-connected computer ratio.)

2.The district considers students' access to portable and/or handheld electronic devices appropriate to their grade level.

3.The district has established a computer replacement cycle of six years or less.

B. Technical Support

1.The district makes a commitment to provide timely in-classroom technical support with clear information on how to access the support, so that technical problems will not cause major disruptions to curriculum delivery.

2.The district provides a FTE network administrator.

3.The district provides at least one FTE person to support 100-200 computers. Technical support can be provided by dedicated staff or contracted services.

Benchmark 5

Infrastructure for Connectivity

A. Internet Access

1. The district provides connectivity to the Internet in all classrooms in all schools including wireless connectivity, if appropriate.

2. The district provides bandwidth of at least 10/100 MB to each classroom.

B. Networking (LAN/WAN)

1. The district provides a minimum 10/100 MB Cat 5 switched network and/or 802.11b/g wireless network.

2. The district provides services for secure file sharing, backups, scheduling, email, and web publishing, either internally or through contracted services.

C. E-Learning Environments

1. The district encourages the development and use of innovative strategies for delivering specialized courses through the use of technology.

2. The district deploys IP-based and or ISDN-based connections for access to web-based and/or interactive video learning on the local, state, regional, national, and international level.

3. Classroom applications of e-learning include courses, cultural projects, virtual field trips, etc.

Benchmark 6

Access to the Internet outside the School Day

A. The district maintains an up-to-date web site that includes information for parents.

B. The district works with community groups to ensure that students and staff have access to the Internet outside of the school day.

C. The district web site includes an up-to-date list of places where students and staff can access the Internet after school hours.

In developing these benchmarks, we used the Massachusetts STaR Chart (School Technology and Readiness Chart) developed by the state's Educational Technology Advisory Council (ETAC). Derived from the chart created by the CEO Forum and adapted by Texas, the STaR Chart was adapted locally in collaboration with district technology directors. The Massachusetts Department of Education has incorporated indicators from the STaR Chart into these benchmarks, as shown in the table below.

Benchmark Standards

StaR Chart Indicators

Benchmark 1-A

Column L

Benchmark 1-B

  

Benchmark 1-C

Column O

Benchmark 1-D

Benchmark 2-A

Columns B, D, E, and G

Benchmark 2-B

Column N

Benchmark 3-A

  

Benchmark 3-B

Column I

Benchmark 3-C

  

Benchmark 3-D

  

Benchmark 4-A

Columns R and V

Benchmark 4-B

Column M

Benchmark 5-A

Column S

Benchmark 5-B

Column U

Benchmark 5-C

Column T

Benchmark 6-A

  

Benchmark 6-B

Column R

Benchmark 6-C

Column R

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1 The word benchmark in this document is defined as a reference point in the implementation of the local technology plan.

2 TSAT is based on "Educational Technology Standards and Performance Indicators for All Teachers" developed by National Educational Technology Standards (NETS) as well as the STaR (School Technology and Readiness) Chart developed by the Educational Technology Advisory Council (ETAC).

3 Districts and teachers may use the TSAT online interactive application available on VES (Virtual Education Space) or a locally developed application.

Education Reform

L

State Standard:

Leverett Elementary School Standard:

Standard 1:

Commitment to a Clear Vision and Mission Statement

Standard 1A:

District’s technology plan contains a realistic and clearly stated set of goals and strategies. It is committed to achieving its vision by the end of the school year 2006/2007.

  

Standard 1B:

The district has a technology team.

 

Standard 1C:

The district has a budget for its local technology plan. The district’s operational budget includes a line items for technology. The district leverages the use of State, Federal and private resources.

  

Standard 1D:

The district evaluates the effectiveness of technology resources toward attainment of educational goals on a regular basis. Prior to purchasing the district assesses the products and services that are needed to improve teaching and learning.

The district’s technology plan includes an evaluation process that enables the district to monitor its progress in achieving its technology goals and to make mid-course corrections in response to new developments and opportunities as they arise.

  

Standard 2: Technology Integration

  
   
   
 

 

 

 

 

 

 

 

 

 

October 2004

Leverett Elementary School

Technology Program Equipment Update and Replacement Plan

Draft

Present Status

Computers

Currently 90% of our computers are running OS 9.2.2. In order to remain current, we need within the year to upgrade 44 workstations to 10.3.5. Twenty-four of the forty-four computers need additional memory in order for OS 10.3.5 to run efficiently. Sixteen of our other computers do not have the processing speed or memory to be upgraded to OS 10.3.5. The twenty-four eMacs and one iBook purchased within the last 3 years have 5 year extended warrantees. The remaining 42 computers have no warranty.

Servers

An Mac Xserve Power PC G4 (2.1) was purchased in October 2003. The present server is adequate. Additional memory will need to be purchased.

Network

Switches, router, and firewall are all adequate at this time.

Printers

Three black and white printers are satisfactory. The HP Color laser printer is adequate but may need to be replaced within the next 2 years.

Software

Most of our software is current; however, when we switch to OS 10.3.5, we will need to upgrade some of our current software such as Microsoft Office, Kids Pix and Hyperstudio. The SPED staff and teaching staff are using more assistive technology software in the classrooms. We will need to purchase more software to meet the increasing need.

Digital Cameras and Video Equipment

Video Equipment is adequate. We have one digital camera and need to purchase additional cameras for classroom use.

 

Project Capital Expenses and Rationale

School computer equipment needs to be replaced at regular intervals. New system software and updated computer applications constantly add features that require faster computers with more memory. Some of the older computers cannot run the newest software. New printers, digital cameras and other peripherals often will not work with older computers that won’t run the newest versions of system software. Wireless networking equipment cannot be used on older computers that lack the latest input ports.

Warranties expire and older computers become outdated primarily because of processing speed. Hard drives often fail and important data is lost. Monitors fade or burn out. Laptop batteries eventually loose the ability to hold a charge. Keyboards and mice need to be replaced Computer fans fail and motherboards and monitor repair can be costly. To repair computers is quite costly and often it may be less expensive to buy a new computer than to repair one.

Proposed Replacement Schedule

2005 Budget Year

No. to Replace

Machines to Replace

Est. Cost Per

Est. Total Cost

8

233 Mhz

$1200/each

$9600

6

333 mhz

$1200/each

$7200

2

Software Licenses

$500

$1000
   

Total

$17,800

 

2006 Budget Year

No. to Replace

Machines to Replace

Est. Cost Per

Est. Total Cost

16

400 Mhz

$1200/each

$19200

2

Software Licenses

$500

$1000
   

Total

$20,200

 

2007 Budget Year

 

No. to Replace

Machines to Replace

Est. Cost Per

Est. Total Cost

11

450-600 Mhz

$1200/each

$13200

2

Software Licenses

$500

$1000
   

Total

$14,200

 

2008 Budget Year

 

No. to Replace

Machines to Replace

Est. Cost Per

Est. Total Cost

14

700 Mhz

$1200/each

$16800

2

Software Licenses

$500

$1000
   

Total

$17,800

2009 Budget Year

 

No. to Replace

Machines to Replace

Est. Cost Per

Est. Total Cost

9

1.0 Ghz

$1200/each

$10800

2

Software Licenses

$500

$1000
   

Total

$11,800

 

 

P

Program Evaluation

 

As previously stated, technology is a dynamic environment and the future is unknown. The specifics of today’s projected technology goals that are described by this plan will certainly change over the next five years. It is assumed that this plan will be subject to a process of revision and annual updating as necessary.

The Technology Committee will revisit this plan each fall before the budget planning process. The focus will include progress toward meeting the state technology benchmarks, changes in curriculum, changes in technology, changes in policy at the local, state, national level, changes in financial circumstances and any other developments that have occurred. Any revisions to the plan will be brought to the Superintendent and school committee for review.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendices

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1 — MA DOE StaR Chart

 

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Appendix 2 —

Massachusetts Recommended PreK-12 Instructional Technology Standards (2001)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3 — Acceptable Use Policy

STUDENT CONTRACT FOR SCHOOL INTERNET USE

As part of our curriculum, Leverett Elementary School is pleased to offer limited internet access to its students, grades 2 -6, from all of its networked computers. We are connected to the internet to provide general access to both students and staff for purposes of research and collaborative work. In preparing students to take their place in the technological world of the future, students in grades 4-6 will be expected to learn how to perform topic searches, understand the concept of email, the fundamentals of web pages, and perhaps take part in collaborative work with other schools. Our hope is that students will get opportunities to practice these skills within the educational objectives of their classroom work. These objectives will be defined by classroom teachers, and not by the students.

The Internet provides a wide range of capabilities, including the Web, e-mail, newsgroups, chat rooms, FTP, and more. It represents a microcosm of the world at large, offering immense libraries of information, current news, commercial advertisements, and personal contacts. And similar to the world at large, there are precautions that need to be taken, so that minors are not exposed to inappropriate material and individuals. We do have an Internet filter that helps prohibit inappropriate searches. In addition, we have small supervised computer classes, and an "Acceptable Use Policy", which we want each student in grades 2-6 and parents/guardians to read and sign together. This contract will be included in your back-to-school packet. The terms of the contract are listed below.

Internet Acceptable Use Contract terms:

1. Students will use the Internet only with staff permission and supervision.

2. Transmission of any material in violation of US or state regulations will be prohibited. This includes threatening or obscene material, or material protected by trade secret. Use for commercial activities or political lobbying is not acceptable.

3. Chat rooms are NOT within the realm of educational enhancement, and will not be explored at school.

4. Students should never try to gain access to mail addressed to another person. If students are given permission to use an email account, etiquette is defined as appropriate words and manners when communicating with others. Students must always use appropriate language. All email should be considered serious, and never sent to be annoying or as a practical joke.

5. Never attempt to download any software from the Internet.